Part 2 Section 2

From SNCT Handbook

The SNCT Handbook of Conditions of Service

Table of Contents

PART 2: SECTION 2 - MAIN DUTIES

2.1 The duties of staff covered by the SNCT are outlined in this section. This list is not intended to be prescriptive but should act as guidance for the development of specific duties and job remits. LNCTs are required to reach agreement on these.

Short Term Supply Teachers

2.2 Subject to the policies of the school and the Council, the duties of short term supply teachers are to perform such tasks* as the Headteacher shall direct. These should give reasonable regard to overall teacher workload associated with:

a. teaching assigned classes

b. correction of work, as part of ongoing classwork

c. maintaining a record of work

d. promoting and safeguarding the health, welfare and safety of pupils

e. working in partnership with support staff and other professionals in class

f. contributing towards good order in the school

• Such tasks should not routinely include those outlined in Appendix 2.6

Teachers/Chartered Teachers

2.3 Subject to the policies of the school and the council, the duties of teachers are to perform such tasks* as the headteacher shall direct. These should give reasonable regard to overall teacher workload associated with:

(a) teaching assigned classes together with associated preparation and correction;

(b) developing the school curriculum;

(c) assessing, recording and reporting on the work of pupils;

(d) preparing pupils for examinations and assisting with their administration;

(e) providing advice and guidance to pupils on issues related to their education;

(f) promoting and safeguarding the health, welfare and safety of pupils;

(g) working in partnership with parents, support staff and other professionals;

(h) undertaking appropriate and agreed continuing professional development;

(i) participating in issues related to school planning, raising achievement and individual review; and

(j) contributing towards good order and the wider needs of the school.

• Such tasks should not routinely include those outlined in Appendix 2.6.

Principal Teachers...

2.4 Subject to the policies of the school and the council, the duties of principal teachers are to perform such tasks as the headteacher shall direct. These should give reasonable regard to overall teacher workload related to:

(a) responsibility for the leadership, good management and strategic direction of colleagues;

(b) curriculum development and quality assurance;

(c) contributing to the development of school policy in relation to the behaviour management of pupils;

(d) the management and guidance of colleagues;

(e) reviewing the CPD needs, career development and performance of colleagues;

(f) the provision of advice, support and guidance to colleagues;

(g) responsibility for the leadership, good management and strategic direction of pastoral care within the school;

(h) assisting in the management, deployment and development of pastoral care staff;

(i) implementation of whole school policies dealing with guidance issues, pastoral care, assessment and pupil welfare; and

(j) working in partnership with colleagues, parents, other specialist agencies and staff in other schools as appropriate.

Depute Headteachers

2.5 The role of a depute headteacher is to assist and, where necessary, to deputise for the headteacher in the conduct of the schools affairs.

Headteachers

2.6 The role of the headteacher is, within the resources available, to conduct the affairs of the school to the benefit of the pupils and the community it serves, through pursuing objectives and implementing policies set by the council under the overall direction of the Director of Education. The headteacher shall be accountable to the council for the following list of duties, and for such other duties as can reasonably be attached to the post:

(a) responsibility for the leadership, good management and strategic direction of the school;

(b) responsibility for school policy regarding behaviour management of pupils;

(c) the management of all staff, and the provision of professional advice and guidance to colleagues;

(d) the management and development of the school curriculum;

(e) to act as adviser to the Parent Council and to participate in the selection and appointment of the staff of the school;

(f) to promote the continuing professional development of all staff and to ensure that all staff have an annual review of their development needs;

(g) working in partnership with parents, other professionals, agencies and schools; and

(h) to manage the health and safety of all within the school premises.

Depute Headteachers and Headteachers

2.7 Where a class teaching commitment is included in the remit of a headteacher or depute headteacher, its extent will be determined by the council on the basis of an assessment of the management content of the post.

Music Instructors

2.8 The duties of music instructors are:

a) provision of music instruction on an individual/group basis;

b) preparation of pupils for performance and examination;

c) preparation of lessons, reports and records;

d) instrument maintenance; and

e) transposition and orchestration.

Educational Psychologists

2.9 The core functions of an educational psychologist are consultation, assessment, intervention training and research. Educational psychologists are required to carry out the duties of the post as directed by the principal educational psychologist, or nominated officer of the council and should work within the aims the guidance provided by the British Psychological Society (BPS). An educational psychologist will remain on the Probationer salary point until he/she obtains chartered status with the Health and Care Professions Council (HCPC) (as detailed in Section 1.48) which is a prerequisite for all appointments to promoted posts.

The duties of an educational psychologist are:

(a) assessing and reporting on the psychological and educational needs for children, young people and young adults up to 25 years of age (the client group) and providing advice to teachers and parents;

(b) undertaking work with the client group;

(c) providing professional advice in relation to the council’s policies;

(d) advising the council, within the context of legislation, on the assessment of the individual needs of the client group;

(e) working with other staff within the council;

(f) working with appropriate agencies;

(g) conducting or participating in research and development work;

(h) preparing reports and maintaining documentation;

(i) contributing to the professional development of educational psychologists in training and other colleagues in the council; and

(j) undertaking appropriate and agreed continuing professional development.

Senior Educational Psychologists

2.10 In addition to performing the duties of an educational psychologist, senior educational psychologists have responsibility for one or more areas of expertise deemed appropriate by the council.

Depute Principal Educational Psychologists

2.11 The role of a depute principal educational psychologist is to assist the principal educational psychologist to discharge the duties of his/her post and to deputise in his/her absence.

Principal Educational Psychologists

2.12 The principal educational psychologist is responsible for the overall strategic direction, management and quality assurance of the Service.

2.13 In managing the Service, the principal educational psychologist will carry out such duties of the post as the council may require for the implementation of its statutory duties.

2.14 The principal educational psychologist will:

(a) direct the Psychological Service and formulate, implement, monitor and evaluate its aims and objectives;

(b) supervise and direct the core functions of the Service and ensure compliance with statutory obligations;

(c) work with other staff within the council and with and appropriate establishments and agencies;

(d) participate in the selection and appointment of staff to the Service;

(e) manage and deploy the staff of the Service;

(f) promote the professional development of staff, provide advice and programmes of training tailored to the individual needs of staff and operate structures which permit participation by all members of staff in the development of the Service;

(g) ensure that appropriate arrangements are made for the management of finances of the Service within the agreed budgetary limits; and

(h) manage the health and safety of all Service staff.

Education Support Officers

2.15 A broad definition of the type of work to be done by an education support officer is shown below. Job titles of such staff will likely vary but may include staff development officer, curriculum development officer and staff tutor.

2.16 Education support officers will:

(a) work in co-operation with quality improvement officers, and others in the education service, to raise standards in schools;

(b) provide a lead role in an area of expertise, including current curricular content and methodology;

(c) keep abreast of local and national developments in content and methodology related to their area of expertise;

(d) contribute to cross-curricular initiatives and multi-disciplinary courses in schools within their council;

(e) co-ordinate the production of teaching materials and identify subject related resource needs of schools;

(f) be involved in the initiation, organisation and evaluation of staff development opportunities and ensure that these meet the needs of staff through direct personal contact with schools;

(g) liaise with external agencies as approved by the Director of Education and within council guidelines;

(h) advise on and, as required, participate in, the recruitment and deployment of staff; and

(i) advise on the provision of supplies, and the design and furnishing of accommodation for schools.

Quality Improvement Officers

2.17 The role of the quality improvement officer is central to raising standards in line with National Priorities, thus enabling councils to satisfy Her Majesty’s Inspectorate of Education (HMIE) criteria on performance monitoring and continuous improvement. Quality improvement officers will also play a key role in Follow Through Inspections of schools in co-operation with HMIE.

2.18 Set out below is a broad definition of the type of work to be done by staff in carrying out the role of a quality improvement officer in the education service.

2.19 Quality improvement officers will:

(a) be familiar with all aspects of council education policy and be seen as a representative of their Director of Education when visiting schools or when involved with outside agencies;

(b) analyse and use performance information to challenge schools to improve;

(c) collate a range of performance information about schools in the council area and use this information in a systematic way with school management and directorate;

(d) devise and promote strategies to address areas where performance should be improved, monitor such strategies and write reports on progress made;

(e) be knowledgeable about local and national priorities and help to ensure that these are being taken forward appropriately by schools;

(f) identify good, effective practice, including classroom practice;

(g) identify and promote staff development opportunities within the improvement agenda;

(h) advise on and, as required, participate in the appointment of senior promoted posts in schools;

(i) draw on their knowledge of schools to support and inform strategic planning and policy development;

(j) support and monitor the key processes associated with school development planning in schools; and

(k) apply procedures associated with HMIE inspection of schools, including those associated with Follow Through Reports.

Quality Improvement Managers

2.20 A quality improvement manager is a quality improvement officer who manages other quality improvement officers/education support officers.